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Simple Practice Doesn’t Always Make Perfect: Evidence from the Worked Example Effect

Policy Insights from the Behavioral and Brain Sciences 2015年第1期2卷 24-32页

作者： Booth, Julie L. McGinn, Kelly M. Young, Laura K. Barbieri, Christina Temple University Philadelphia PA United States

Findings from the fields of cognitive science and cognitive development propose a variety of evidence-based principles for improving learning. One such recommendation is that instead of having students practice solving long strings of problems on their own after a lesson, worked-out examples of problem solutions should be incorporated into practice sessions in Science, Technology, Engineering, and Mathematics (STEM) classrooms. Research in scientific laboratories and real-world classrooms has also identified a number of methods for utilizing worked examples in lessons, including fading the examples;prompting self-explanation of the examples, including incorrect examples;and providing opportunities for students to compare multiple examples. Each of these methods has been shown to lend itself well to particular types of learning goals. Implications for education policy are discussed, including rethinking the ways in which STEM textbooks are constructed, finding ways to support educators in recognizing and implementing effective cognitive science–based pedagogical techniques, and changing the climate in classrooms to include the perception of errors as a functional part of the learning process. © The Author(s) 2015.

关键词： cognitive science learning from errors self-explanation STEM instruction worked examples

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Error-Based Simulation for Error-Awareness in learning Mechanics: An Evaluation

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EDUCATIONAL TECHNOLOGY & SOCIETY 2014年第3期17卷 1-13页

作者： Horiguchi, Tomoya Imai, Isao Toumoto, Takahito Hirashima, Tsukasa Kobe Univ Grad Sch Maritime Sci Higashinada Ku Kobe Hyogo 6580022 Japan Hanazono Jr High Sch Hanamigawa Chiba 2620025 Japan Tokyo Univ Sci Fac Engn Div 2 Shinjyuku Ku Tokyo 1628601 Japan Hiroshima Univ Dept Informat Engn Higashihiroshima Hiroshima 7398527 Japan

Error-based simulation (EBS) has been developed to generate phenomena by using students' erroneous ideas and also offers promise for promoting students' awareness of errors. In this paper, we report the evaluation of EBS used in learning "normal reaction" in a junior high school. An EBS class, where students learned the concept with EBS, was compared with a usual class where students learned it as usual. We used a pre-test, post-test, delayed post-test, and an interview after the delayed post-test. In tests, three kinds of tasks were included. A learning task was used in the learning process. A complex task is a little different from a learning task and can't be solved by memorization. A transfer task is very different from the learning task and can't be solved without generalizing the learning. In the post-test and delayed post-test, the scores of the EBS class were significantly higher than those of the usual class. The differences of scores between these classes in the complex and transfer tasks were larger than those in the learning task. In the interview, students in the EBS class explained their solution in more conceptual ways. These results suggest that EBS contributed to the generalization and retention of the learned concept, "normal reaction."

关键词： learning from errors Awareness Misconception Error-based simulation

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Knowing what you don't know makes failure productive

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learning AND INSTRUCTION 2014年第0期34卷 74-85页

作者： Loibl, Katharina Rummel, Nikol Ruhr Univ Bochum Inst Educ Res D-44801 Bochum Germany

To progress from intuitive ideas to deep conceptual understanding, students need to become aware of gaps in their ideas. Attempting to solve problems prior to instruction may lead to a global awareness of knowledge gaps (i.e., awareness without being able to identify which specific component is lacking). These gaps may subsequently be specified by comparing students' solutions to the canonical solution. In our first experiment, the teacher highlighted specific gaps by comparing typical student solutions to the canonical solution before or after problem solving. The second experiment varied the factors form of instruction (with or without student solutions) and timing of instruction (problem-solving prior to or after instruction). Problem-solving prior to instruction triggered a global awareness of knowledge gaps. While this was beneficial for learning when combined with instruction with student solutions, our results indicate that comparing student solutions during instruction to specify the gaps is the most relevant factor. (C) 2014 Elsevier Ltd. All rights reserved.

关键词： Comparison Delaying instruction Knowledge gap learning from errors Productive failure

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Self-Regulated learning: Beliefs, Techniques, and Illusions

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ANNUAL REVIEW OF PSYCHOLOGY, VOL 64 2013年第1期64卷 417-+页

作者： Bjork, Robert A. Dunlosky, John Kornell, Nate Univ Calif Los Angeles Dept Psychol Los Angeles CA 90095 USA Kent State Univ Dept Psychol Kent OH 44242 USA Williams Coll Dept Psychol Williamstown MA 01267 USA

Knowing how to manage one's own learning has become increasingly important in recent years, as both the need and the opportunities for individuals to learn on their own outside of formal classroom settings have grown. During that same period, however, research on learning, memory, and metacognitive processes has provided evidence that people often have a faulty mental model of how they learn and remember, making them prone to both misassessing and mismanaging their own learning. After a discussion of what learners need to understand in order to become effective stewards of their own learning, we first review research on what people believe about how they learn and then review research on how people's ongoing assessments of their own learning are influenced by current performance and the subjective sense of fluency. We conclude with a discussion of societal assumptions and attitudes that can be counterproductive in terms of individuals becoming maximally effective learners.

关键词： illusions of comprehension judgments of learning learning versus performance learning from errors metacognition studying

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The Perception of Error in Production Plants of a Chemical Organisation

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VOCATIONS AND learning 2013年第2期6卷 159-185页

作者： Seifried, Juergen Hoepfer, Eva Univ Mannheim Sch Business D-68161 Mannheim Germany Univ Zurich Inst Educ CH-8006 Zurich Switzerland

There is considerable current interest in error-friendly corporate culture, one particular research question being how and under what conditions errors are learnt from in the workplace. This paper starts from the assumption that errors are inevitable and considers key factors which affect learning from errors in high responsibility organisations, focusing specifically on production plants in a chemical company. An attempt is made to conceptualize potential links between individual, collective and organisational levels of analysis on the one hand, and factors relevant to an error management culture on the other hand. This is followed by an empirical validation of the factors proposed by means of interviews with ten safety representatives and executives from production plants in a chemical company. A problem-centred interview technique was chosen focussing questions on a realistic near-miss event. The content analysis identified two relevant factors for constructive error handling in chemical production plants: a) the perception of an error as a learning opportunity, and b) psychological safety within work groups. On the basis of these findings, strategies are discussed for fostering an error management culture which allows learning from errors and provides suggestions for the handling of errors.

关键词： Error management culture learning from errors Workplace learning learning organisation Near-miss

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Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples

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learning AND INSTRUCTION 2013年 25卷 24-34页

作者： Booth, Julie L. Lange, Karin E. Koedinger, Kenneth R. Newton, Kristie J. Temple Univ Philadelphia PA 19122 USA Carnegie Mellon Univ Pittsburgh PA 15213 USA

In a series of two in vivo experiments, we examine whether correct and incorrect examples with prompts for self-explanation can be effective for improving students' conceptual understanding and procedural skill in Algebra when combined with guided practice. In Experiment 1, students working with the Algebra I Cognitive Tutor were randomly assigned to complete their unit on solving two-step linear equations with the traditional Tutor program (control) or one of three versions which incorporated examples;results indicate that explaining worked examples during guided practice leads to improved conceptual understanding compared with guided practice alone. In Experiment 2, a more comprehensive battery of conceptual and procedural tests was used to determine which type of examples is most beneficial for improving different facets of student learning. Results suggest that incorrect examples, either alone or in combination with correct examples, may be especially beneficial for fostering conceptual understanding. (C) 2012 Elsevier Ltd. All rights reserved.

关键词： Worked examples Self-explanation learning from errors Conceptual understanding Algebra

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On the way to pole position: The effect of tire grip on learning to drive a racecar

On the way to pole position: The effect of tire grip on lear...

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IEEE International Conference on Systems, Man and Cybernetics (SMC)

作者： de Groot, S. de Winter, J. C. F. Delft Univ Technol Dept BioMech Engn Delft Netherlands

ISBN: (纸本)9781457706530

Racecar drivers could benefit from new training methods for learning to drive fast lap times. Inspired by the learning-from-errors principle, this simulator-based study investigated the effect of the tire-road friction coefficient on the training effectiveness of a car racing task. Three groups of 15 inexperienced racecar drivers (low grip (LG), 66% of normal grip;normal grip (NG);high grip (HG), 150% of normal grip) completed four practice sessions of 10 minutes in a Formula 3 car on an oval track of 800 m. After the practice sessions, two retention sessions followed: a retention session with normal grip in a Formula 3 car and another retention session with a Formula 1 car. The results showed that LG was significantly slower than HG in the first retention session. Furthermore, LG reported a higher confidence and lower frustration than NG and HG after each of the two retention sessions. In conclusion, practicing with low grip, as compared to practicing with normal or high grip, resulted in increased confidence but slower lap times.

关键词： learning from errors simulator-based training racecar driving learning retention transfer task difficulty

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Modelling learning from errors in daily work

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learning in Health and Social Care 2007年第3期6卷

作者： Johannes Bauer Dipl.-Päd. Regina H. Mulder PhD Researcher Institute for Educational Science University of Regensburg D-93040 Regensburg Germany Full Professor for Educational Science Institute for Educational Science University of Regensburg D-93040 Regensburg Germany

This study explores error situations and learning activities of nurses after the experience of an error episode. We assume that errors – although undesirable events – are a natural part of work processes and can lead to individual learning and organizational change. The importance of dealing with errors in an open and learning orientated way has been emphasized in applied works on quality and safety management. Furthermore, research on work-place learning and professional development has indicated that learning from errors is an important way of developing professional competence. Until now, little is known about how and under which conditions individual learning from errors takes place at work. For the purpose of empirical investigation, a process model was developed which conceptualizes learning from errors in terms of the engagement in self-regulated learning activities after the experience of an error episode. This model was further developed in an exploratory interview study with 10 experts in the field of hospital nursing. We found that especially non-formal learning activities that incorporate social exchange were considered to be important. The results of the study guide the further development of research instruments and studies aiming to investigate learning from errors.

关键词： learning from errors professional development quality in healthcare work-place learning

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Workplace errors and negative knowledge in elder care nursing

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HUMAN RESOURCE DEVELOPMENT INTERNATIONAL 2010年第1期13卷 5-25页

作者： Gartmeier, Martin Bauer, Johannes Gruber, Hans Heid, Helmut Tech Univ Munich TUM Sch Educ Munich Germany Univ Regensburg Inst Sci Educ Regensburg Germany

Expert professionals excel in their domains not only because of their superior knowledge about how to proceed to attain goals, but also because of their experiential knowledge about what may endanger the attainment of a goal and should therefore be avoided. This negative knowledge is researched here by means of a case study with practitioners in elder care nursing. It explores (1) what forms of workplace errors negative knowledge is related to, and (2) draws conclusions on error-producing conditions at the participants' workplaces. The results indicate that negative knowledge mainly, but not exclusively, relates to knowledge-and rule-based errors. Moreover, it provides insights into underlying tensions at the elder care nurses' workplaces, such as the requirement to make the residents follow medical suggestions, while also respecting their biography and autonomy. With regard to its potential for better understanding the competence of professionals to avoid errors, it is concluded that the concept of negative knowledge should more purposefully be developed at the individual and the organizational level.

关键词： negative knowledge learning from errors elder care experiential knowledge interview study professional knowledge

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Development of a Measure of Patient Safety Event learning Responses

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HEALTH SERVICES RESEARCH 2009年第6期44卷 2123-2147页

作者： Ginsburg, Liane R. Chuang, You-Ta Norton, Peter G. Berta, Whitney Tregunno, Deborah Ng, Peggy Richardson, Julia York Univ Fac Hlth Sch Hlth Policy & Management Toronto ON M3J 1P3 Canada York Univ Sch Adm Studies Toronto ON M3J 1P3 Canada Univ Calgary Fac Med Dept Family Med Calgary AB Canada Univ Toronto Fac Med Dept Hlth Policy Management & Evaluat Toronto ON Canada York Univ Fac Hlth Sch Nursing Toronto ON M3J 1P3 Canada

Objective To define patient safety event (PSE) learning response and to provide preliminary validation of a measure of PSE learning response. Data Sources Ten focus groups with front-line staff and managers, an expert panel, and cross-sectional survey data from patient safety officers in 54 general acute hospitals. Study Design A mixed methods study to define a measure of learning responses to patient safety failures that is rooted in theory, expert knowledge, and organizational practice realities. Extraction Methods learning response items developed from the literature were modified and validated in front-line staff and manager focus groups and by an expert panel and second group of external experts. Actual learning responses gleaned from survey data were examined using exploratory factor analyses and reliability analysis. Principal Findings Unique learning response items were identified for minor, moderate, major events, and major near misses by an expert panel. A two-factor model of major event learning response was identified (factor 1=event analysis, factor 2=dissemination/communication of learnings). Organizations engage in greater learning responses following major events than less severe events and, for major events, organizations engage in more factor 1 responses than factor 2 learning responses. Conclusions Eleven to 13 items can measure learning responses to PSEs of differing severity. The items are feasible, grounded in theory, and reflect expert opinion as well as practice setting realities. The items have the potential for use to assess current practice in organizations and set future improvement goals.

关键词： Patient safety events incidents learning from errors adverse events near misses

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